What you intend the students to learn about this idea.
● Understanding the genome
● Genome contains many genes which are a source of heredity information.
● Genes can be uncoded via the genetic code.
Why it is important for students to know this.
● So that they can better understand why everyone displays different characteristics, how and why different parts of our body function differently.
● So that they can better understand the various terms and processes used by the media.
What else you know about this idea (that you do not intend students to know yet).
● Finer levels of gene regulation such as the control of gene expression by the operon.
Other factors that influence your teaching of this idea.
● My experience in molecular biology work such as sequencing of genes, performing in vitro transcription and translation will enhance the teaching of this topic.
Knowledge about students’ thinking /difficulties connected with teaching this idea.
● Genes and the various genetic processes (such as transcription, translation) cannot be seen by the naked human eye. Other knowledge about students’ thinking can be ascertained by diagnostic tests.
● Lots of new terms.
Teaching procedures (and particular reasons for using these to engage with this idea).
● Using chromatograms of DNA sequences to demonstrate different genetic sequences of different genes.
Using animated videos to teach transcription and translation processes.
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).
● Comparing sizes of genomes from different organisms.
● Comparing nuclear/mitochondrial/chloroplast genome.
● Get students to represent their understanding of ideas using concept maps.
● Get students to work on relevant worksheets.
● Get students to interpret news article using scientific terms via a "Reporter and Scientist" interview.
● Get students to practise on online test programs to practise their understanding of transcription and translation.
● Get students to make their own Slowmation to explain their understanding of the processes of transcription and translation.
What you intend the students to learn about this idea.
*DNA profiling is used to identify an individual based on their genetic differences (DNA). DNA profiling methods include using:
1. Restriction enzymes cut DNA into sticky or blunt ends based on a particular base sequence (the lengths of each fragment vary for each individual). The DNA can be joined back together by DNA ligase.
2. Gel electrophoresis separates fragments of DNA based on their size. Those fragments which are bigger will move slower in the gel.
3. PCR is used to amplify pieces of DNA when more is needed.
*Gene cloning produces many identical copies of the same gene and thus allows production of that gene’s product: protein.
*Recombinant DNA results when a new piece of DNA is inserted into an organism’s chromosome e.g. a piece of human DNA into a plasmid. This “genetically transforms” the bacterial cells i.e. the DNA is stable.
Having the ability to manipulate the genetic makeup of an organism has advanced the medical industry dramatically- leading to prevention of cancers and improvement of organisms (plants and animal etc).
Why it is important for students to know this.
This idea is important for students to understand as it demonstrates the “real world” application of gene use and gene technologies. It provides examples that students can relate the information learnt to.
What else you know about this idea (that you do not intend students to know yet).
The specific details of the chemical and biological nature behind the workings of each genetic tool and under what circumstances to use them.
The practical processes of creating a genetically modified organism or a cloned organism.
The key issues associated with genetic modification and cloning.
Knowledge about students’ thinking /difficulties connected with teaching this idea.
Most students will not be aware of the specific details of genetic tools and techniques. Whilst the names of each technique or tool are fairly easy to comprehend, it is the concept and the product of each that students will find difficult. I.e. which is used for what and when. Finding ways of drawing the distinction is important.
Students’ tend to think that genetic modification tends to refer to an organism whole genome, rather than specific gene wanted. Furthermore, they often do not consider the issues involved with this subject and cloning and rather think of it as completely beneficial- both sides of the argument need to be established.
Teaching procedures (and particular reasons for using these to engage with this idea).
Mind Map: Genetic engineering is generally a new concept for most students (in terms of the detail they address it in), therefore to get students thinking about what knowledge they already have on the topic, I believe a class mind map will be beneficial- this can introduce the topic at a basic level and tease out ideas. Ask “what do we know about genetic engineering? What are the most common uses for genetic tools and techniques?”
Developing understanding: Discuss, using real life examples, the genetic tools and techniques used in DNA profiling- when each is used and it’s purpose. Think about this in terms of identifying paternal and sibling relationships. As an activity assign students a criminal or paternity case where they must deduce the specific genetic tools to be used in order to gather DNA evidence and then determine the outcome of the case.
Excursion: Enable students to put theory in practice- excursion to a university where they are able to practically use gel electrophoresis etc.
Challenging views: Incorporate the ethical issues associated with genetic modification and cloning when discussing the science of. Challenge students’ views on the topic- justifiable for their thinking.
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).
Probe of prior views: Gives student’s worksheets and ask them to list their views on genetic modification and cloning- get them to list positive, negative and interesting aspects of each in order to develop their understanding. From this most students are likely to position themselves on either side of the debate (or in between).
Scientific application: Set up scenarios in which students must deduce the type of genetic tools and technique used (i.e. they may need to use PCR in order to amplify pieces of DNA). Students must justify their reasoning- this will demonstrate understanding. Furthermore students may be given diagrams of each genetic tool and asked to identify which is each.
What you intend the students to learn about this idea.
There are different phenotypic ratios expected for crosses of opposing homozygotes for different patterns of inheritance.
The three patterns of inheritance that are expected to be learnt are: ·Dominant ·Recessive ·Co-dominant If the trait is dominant
Then in F1 we expect...All offspring to have the trait
And in F2 we expect...Three out of four offspring to have the trait
If the trait is recessive
Then in F1 we expect...None of the offspring to have the trait And in F2 we expect...One out of four offspring to have the trait
If the trait is co-dominant
Then in F1 we expect... All offspring to have both phenotypes expressed
And in F2 we expect...One offspring to have a P1 phenotype, Two offspring to have both phenotypes expressed, one offspring to have a P2 phenotype.
With low numbers of offspring it is not always possible to deduce which mode of inheritance is at work. Each offspring’s phenotype is independent of one another. Therefore the phenotypic ratios are the ratios expected over a large sample.
Why it is important for students to know this.
The ratio of offspring phenotypes resulting from homozygote crosses is utilised to deduce the mode of inheritance for single locus, two allele phenotypes.
Exam questions may provide offspring information and students will have to deduce the possible modes of inheritance.
What else you know about this idea (that you do not intend students to know yet).
Genes can be located on autosomes or sex-chromosomes which can affect phenotype inheritance patterns even if controlled by a single gene.
Not all genes display complete penetrance.
One phenotype may be less fit than another resulting in a reduction in that phenotype in the offspring observed, changing the phenotypic ratio.
More than one allele can be involved in a trait at a single locus.
Difficulties/ limitations connected with teaching this idea.
Hard to find examples other than the classic examples of dominance, recessiveness and co-dominance that have complete penetrance and do not have lethal recessives.
Confusion may occur in the nomenclature of alleles that are dominant, recessive or co-dominant.
Other factors that influence your teaching of this idea.
Visual learners will pick up these ideas much faster than non-visual learners due to the visual depiction of crosses and where alleles go. Mathematical-logical students will also be good at grasping this concept as they are able to deal with ratios more readily.
Students will already know that phenotypes can also be impacted by the environment.
Teaching procedures (and particular reasons for using these to engage with this idea).
Many examples where students have to work in groups to deduce a mode of inheritance. Group work would aid understanding for those that need a range of ways of things explained to them.
Students should be encouraged to see if other modes of inheritance could fit a stipulated pattern. They should challenge the first answer.
Punnet squares and flow diagrams of crosses showing P, F1 and F2 will help the students see exactly where the alleles are coming from.
Summary diagrams should be made by individual students so they can get their head around the information.
Specific ways of ascertaining students’ understanding or confusion around this idea (include likely range of responses).
Listen to student reasoning behind choosing a particular mode of inheritance.
Challenge them by asking if another mode could fit and ask for their reasons behind their response.
Change the ratio slightly and then ask them to analyse the ratio and come up with a mode of inheritance.
If they are still confused, then the teacher needs to use prompting strategies such as “What’s similar about this?”
The different types of cell division; mitosis and meiosis.
Stem cells and programmed cell death
Why is it important for students to know this?
To understand how life begins and maintained throughout generations.
To greater understand the processes taking place within their own bodies and those of other organisms.
What else you know about this idea that you do not intend students to know yet?
Errors in Meiosis, why and how they happen?
Other types of cell death.
Uncontrolled cell growth and division.
Gene regulation and expression.
Difficulties/limitations connected with this idea?
Cell reproduction can be an abstract idea that is difficult to visualize, especially since it may be confused with sexual reproduction of entire organisms.
Students may find the ideas and concepts may conflict with their prior knowledge or understanding of cell reproduction.
It can be difficult to grasp the differences between mitosis and meiosis.
Others factors that influence your teaching of this idea.
The maturity of students can influence the way this unit is taught and which actvities are appropriate.
This topic is of interest to students and they many have personal questions about their own prior experiences.
Teaching procedures (reasons for using these to engage with this idea).
Visual activities, like modeling and demonstrations can be good for students to visualise the processes.
Videos to illustrate chromosomes and or show the division of process in both mitosis and meiosis.
Slow-mation allows students to figure out what they actually know and demonstartes to me their understanding.
Songs, analogies, rhymes can be used to assist in remebering the different stages of the division process.
Specific ways of ascertaining students understanding or confusion around this idea.
Class discussions.
Class brainstorming sessions, where students must contribute as many ideas as they can about what they know about mitosis and meiosis.
Getting students to complete concept maps.
Have micro-teacing sessions where students can investigate a particular area and then micro-teach it back to the class.
Worksheets, tests, quizzes and projects can be helpful in establishing specific areas of confusion or areas of good understanding.
UNIT 4- BIG IDEAS
Unit 4
Area of Study 1
● Genome contains many genes which are a source of heredity information.
● Genes can be uncoded via the genetic code.
● So that they can better understand why everyone displays different characteristics, how and why different parts of our body function differently.
● So that they can better understand the various terms and processes used by the media.
/difficulties connected with teaching this idea.
● Genes and the various genetic processes (such as transcription, translation) cannot be seen by the naked human eye. Other knowledge about students’ thinking can be ascertained by diagnostic tests.
● Lots of new terms.
(and particular reasons for using these to engage with this idea).
Using animated videos to teach transcription and translation processes.
(include likely range of responses).
● Comparing nuclear/mitochondrial/chloroplast genome.
● Get students to represent their understanding of ideas using concept maps.
● Get students to work on relevant worksheets.
● Get students to interpret news article using scientific terms via a "Reporter and Scientist" interview.
● Get students to practise on online test programs to practise their understanding of transcription and translation.
● Get students to make their own Slowmation to explain their understanding of the processes of transcription and translation.
Unit 4
Area of Study 1
1. Restriction enzymes cut DNA into sticky or blunt ends based on a particular base sequence (the lengths of each fragment vary for each individual). The DNA can be joined back together by DNA ligase.
2. Gel electrophoresis separates fragments of DNA based on their size. Those fragments which are bigger will move slower in the gel.
3. PCR is used to amplify pieces of DNA when more is needed.
*Gene cloning produces many identical copies of the same gene and thus allows production of that gene’s product: protein.
*Recombinant DNA results when a new piece of DNA is inserted into an organism’s chromosome e.g. a piece of human DNA into a plasmid. This “genetically transforms” the bacterial cells i.e. the DNA is stable.
/difficulties connected with teaching this idea.
Students’ tend to think that genetic modification tends to refer to an organism whole genome, rather than specific gene wanted. Furthermore, they often do not consider the issues involved with this subject and cloning and rather think of it as completely beneficial- both sides of the argument need to be established.
(and particular reasons for using these to engage with this idea).
(include likely range of responses).
Unit 4
Area of Study 1
The three patterns of inheritance that are expected to be learnt are:
· Dominant
· Recessive
· Co-dominant
If the trait is dominant
Then in F1 we expect...All offspring to have the trait
And in F2 we expect...Three out of four offspring to have the trait
If the trait is recessive
Then in F1 we expect...None of the offspring to have the trait
And in F2 we expect...One out of four offspring to have the trait
If the trait is co-dominant
Then in F1 we expect... All offspring to have both phenotypes expressed
And in F2 we expect...One offspring to have a P1 phenotype, Two offspring to have both phenotypes expressed, one offspring to have a P2 phenotype.
With low numbers of offspring it is not always possible to deduce which mode of inheritance is at work. Each offspring’s phenotype is independent of one another. Therefore the phenotypic ratios are the ratios expected over a large sample.
Exam questions may provide offspring information and students will have to deduce the possible modes of inheritance.
Not all genes display complete penetrance.
One phenotype may be less fit than another resulting in a reduction in that phenotype in the offspring observed, changing the phenotypic ratio.
More than one allele can be involved in a trait at a single locus.
Confusion may occur in the nomenclature of alleles that are dominant, recessive or co-dominant.
Students will already know that phenotypes can also be impacted by the environment.
Students should be encouraged to see if other modes of inheritance could fit a stipulated pattern. They should challenge the first answer.
Punnet squares and flow diagrams of crosses showing P, F1 and F2 will help the students see exactly where the alleles are coming from.
Summary diagrams should be made by individual students so they can get their head around the information.
Challenge them by asking if another mode could fit and ask for their reasons behind their response.
Change the ratio slightly and then ask them to analyse the ratio and come up with a mode of inheritance.
If they are still confused, then the teacher needs to use prompting strategies such as “What’s similar about this?”
Unit 4
Area of Study 1
Keng's Page
Layal's Page
Alicia's Page